Abstract is missing.
- CS Students' Readiness and Perceptions of Using Mobile Technology during LecturesWafaa Alsaggaf, Margaret Hamilton, James Harland. 1-8 [doi]
- Object Interaction Competence Model v. 2.0Jens Bennedsen, Carsten Schulte. 9-16 [doi]
- Common Areas for Improvement in Physical Science Units That Have Critically Low Student SatisfactionAngela Carbone, Jason Ceddia. 17-24 [doi]
- Novices' Debugging Behaviors in VB ProgrammingMei-Wen Chen, Cheng-Chih Wu, Yu-Tzu Lin. 25-30 [doi]
- Neo-piagetian Forms of Reasoning in Software Development Process ConstructionKatrina E. Falkner, Rebecca Vivian, Nickolas J. G. Falkner. 31-38 [doi]
- Computer Science Education: The First Threshold ConceptNickolas J. G. Falkner, Rebecca Jade Vivian, Katrina E. Falkner. 39-46 [doi]
- Empirical Study on the Effect of Achievement Badges in TRAKLA2 Online Learning EnvironmentLasse Hakulinen, Tapio Auvinen, Ari Korhonen. 47-54 [doi]
- How Do Students Solve Parsons Programming Problems? - Execution-Based vs. Line-Based FeedbackJuha Helminen, Petri Ihantola, Ville Karavirta, Satu Alaoutinen. 55-61 [doi]
- Misconceptions in Visual Algorithm Simulation Revisited: On UI's Effect on Student Performance, Attitudes and MisconceptionsVille Karavirta, Ari Korhonen, Otto Seppälä. 62-69 [doi]
- Facebook as an Informal Learning Space Channel: The São José, Macao CasesSu Long Kio, João G. Negreiros. 70-76 [doi]
- Java Assist Learning System for Assisted Learning on FacebookChien-Hung Lai, Wei-Ching Lin, Bin Shyan Jong, Yen-Teh Hsia. 77-82 [doi]
- Facebook versus Blackboard for Supporting the Learning of Programming in a Fully Online Course: The Changing Face of Computing EducationMercy Maleko, Dip Nandi, Margaret Hamilton, Daryl J. D'Souza, James Harland. 83-89 [doi]
- Moodle versus eClass for Macau SchoolsAndrea Munoyenda, Richard Whitfield. 90-97 [doi]
- Educating Computer Programming Students about Plagiarism through Use of a Code Similarity Detection ToolTri Le, Angela Carbone, Judy Sheard, Margot Schuhmacher, Michael de Raath, Chris Johnson. 98-105 [doi]
- What is Feedback? Connecting Student Perceptions to Assessment PracticesArnold Pears, James Harland, Margaret Hamilton, Roger Hadgraft. 106-113 [doi]
- Engagement in Computer Science and IT - What! A Matter of Identity?Anne-Kathrin Peters, Arnold Pears. 114-121 [doi]
- Study Habits of CS 1 Students: What Do They Say They Do?Judy Sheard, Angela Carbone, Donald Chinn, Mikko-Jussi Laakso. 122-129 [doi]
- Soloway's Rainfall Problem Has Become HarderSimon. 130-135 [doi]
- Automatic Grading of Free-Form Diagrams with Label HypernymyNeil Smith, Pete G. Thomas, Kevin G. Waugh. 136-142 [doi]
- A Surface Approach to Learning Rewards First-Year Engineering StudentsMaria Svedin, Olle Bälter, Max Scheja, Kerstin Pettersson. 143-147 [doi]
- A Reflection on the First Run of the Runestone Project at Tongji University: Observations on Cross Cultural Distributed Teams vs Face to Face TeamsMinjuan Janet Tong, Tony Clear. 148-153 [doi]
- Building Consensus: Students' Cognitive and Metacognitive Behaviours during Wiki ConstructionRebecca Vivian, Katrina Falkner, Nickolas J. G. Falkner. 154-161 [doi]
- Using Enterprise Level Software for a Large Scale Compulsory Course in an Information Systems Undergraduate Program - An Example from SingaporeIlse Baumgartner. 162-166 [doi]
- Teaching Algorithmic Thinking Using Haptic Models for Visually Impaired StudentsDino Capovilla, Johannes Krugel, Peter Hubwieser. 167-171 [doi]
- Case-Based Instruction of Digital Integrated Circuit Design Courses for Non-major UndergraduatesShih-Lun Chen, Yu-Kuen Lai, Wei-Chih Hu, Wen-Yaw Chung. 172-177 [doi]
- A Practice for Providing Additional Support in CS1Simo Haatainen, Antti-Jussi Lakanen, Ville Isomöttönen, Vesa Lappalainen. 178-183 [doi]
- Deployment of Capstone Projects in Software Engineering Education at Duy Tan University as Part of a University-Wide Project-Based Learning EffortDuc Man Nguyen, Tien Vu Truong, Nguyen Bao Le. 184-191 [doi]
- Encouraging Students through Reflective Dialogues: A Teaching Concept Based on DialogueMaps and Its EvaluationMarcel Morisse, Paul Drews, Detlef Rick, Arno Sagawe. 192-198 [doi]
- Practice Sharing Paper: Motivating Computer Scientists to Engage with Professional Issues: A Technology-Led ApproachSu White, Hugh C. Davis. 199-203 [doi]
- Computer Science Students' Perception of Computer Network SecurityVolkan Cambazoglu, Neena Thota. 204-207 [doi]
- Analysing the Enacted Object of Learning in Lab Assignments in Programming EducationAnna Eckerdal, Michael Thuné. 208-211 [doi]
- The Learning Outcomes of the Exam Question in the Input/Output Topic in Computer ArchitectureEdurne Larraza-Mendiluze, Nestor Garay-Vitoria. 212-215 [doi]
- Instructor Scaffolding and Students' Critical Thinking through Asynchronous Online Discussion ForumSiti Nazleen Abdul Rabu, Baharuddin Aris, Zaidatun Tasir. 216-219 [doi]
- Changing Computer Programming Education: The Dinosaur That Survived in School: An Explorative Study about Educational Issues Based on Teachers' Beliefs and Curriculum Development in Secondary SchoolLennart Rolandsson. 220-223 [doi]
- Using Growing Pet Game in Facebook to Enhance Students' Learning Motivation: In Operating System CourseYe-Xuan She, Ming-Hong Lin, Bin Shyan Jong, Yen-Teh Hsia. 224-228 [doi]
- Work-in-Progress: Learning to Program in a Connected WorldJian Shi, Su White. 229-232 [doi]
- Bring History of Computing into High School CS Curriculum: Teachers' PerspectivesYi-Fen Chen, Cheng-Chih Wu. 233-234 [doi]
- Learning Beginning Programming with Cloud-Based Cloze Programming PracticesYu-Jen Lo, Chiung-Chen Lin, Lily Hou, Jane-Dong Wu, Yu-Chi Feng, Greg C. Lee. 235-236 [doi]
- NIME Education at the School of Arts of the Portuguese Catholic University/CITARLuis Gustavo Martins, Alvaro Barbosa. 237-238 [doi]
- The Constructivist Beliefs of High School Computer TeachersYa-Hsun Tsai, Cheng-Chih Wu. 239-240 [doi]